CPR training for nurses: how often is it necessary?

The ability to respond quickly and effectively to a cardiac arrest situation rests on nurses being competent, prepared and up-to-date in the emergency life-saving procedure of cardiopulmonary resuscitation [CPR]. This study aimed to determine the extent to which nurses acquire and retain CPR cognitive knowledge and psychomotor skills following CPR training courses. A quasi-experiment was used. CPR knowledge of 112 nurses was assessed via a questionnaire using valid multiple-choice questions. An observatory standard checklist was used and CPR performance on manikins was evaluated to assess psychomotor skills [before the course baseline, after the course, after 10 weeks and then 2 years after the 4 hours CPR training course]. Scores were based on a scale of 1 to 20. A mean baseline score of 10.67 [SD=3.06], a mean score of 17.81 [SD=1.41] after the course, 15.26 [SD=3.17] 10 weeks after and 12.86 [SD=2.25], 2 years after the 4 hours CPR training course was noticed. Acquisition of knowledge and psychomotor skills of the nurses following a four-hour training program was significant. However, significant deterioration in both CPR knowledge and psychomotor skills was observed 2 years after the training program among 42 nurses. The study findings present strong evidence to support the critical role of repetitive periodic CPR training courses to ensure that nurses were competent, up to date and confident responders in the event of a cardiac arrest

Developing a national trauma management workshop in Iran applying an animal model

Traumas take a heavy toll throughout the world and Iran is increasingly involved in this problem. So, education and training of medical staff for successful handling of traumatic patients seem necessary. In this study, we tried to develop and evaluate a national training program on trauma management to use animal models through a trauma management workshop. After primary survey and designing an advanced trauma management workshop, 144 practitioners of one armed force were randomly selected to be trained. Participants could experience some practical and new aspects. For example, they handled high velocity traumas and were involved throughout the different phases of trauma management under the supervision of experienced leaders. To assess the program, participants completed open-ended [essay], multiple-choice question [MCQ], and skill exams before and after the workshop. A trauma training program was developed and evaluated. In essay exam, scores significantly increased from 26 to 58, MCQ scores significantly rose from 49 to 65, and the participant's practical competency significantly improved from 46 to 75. Immense attention is required to optimize doctors' training in trauma care to avoid fossilization of cognitive knowledge and skills